Wer ich bin und was ich tue

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1 KAPITEL 1 Wer ich bin und was ich tue GOALS This chapter extends sts. listening and speaking skills to exchange personal information. Sts. will continue to respond with single words, but short phrases will become increasingly common in their speech, and they will use more complete sentences in guided activities. They will learn to recognize and understand the various forms of the present tense, including verbs with separable prefixes. In Kapitel 1 you will learn to talk about how you spend your time: your studies, your recreational pursuits, and what you like and don t like to do. PRE-TEXT ACTIVITIES Provide input by using yourself as a model: Am Wochenende spiele ich oft Tennis. Ich spiele auch Karten mit meinem Freund Peter. Ich spiele gern Karten, aber Peter nicht. Er spielt gern Gitarre. Mime the meaning of words sts. don t recognize. Make sure sts. understand the meaning of gern: Ich tanze gern. Tanzen Sie gern, Melanie? (Nein.) Melanie tanzt nicht gern. (Ja.) Monika tanzt gern. usw. Review the present-tense forms that were introduced in the preliminary chapters with sein, haben, heißen, and kommen. In Kapitel 1 the sts. need to understand and use many more present-tense forms. Note that regular present-tense forms are introduced in grammar Section 1.1, and verbs with separable prefixes and associated nouns in 1.5. It is unlikely, however, that you will be able to maintain this neat separation of categories within an activity when the focus is on meaning. Most sts. have no trouble with present-tense endings in German and quickly become accustomed to the variation of verb forms owing to person-number agreement. However, for those sts. with no prior foreign language experience, the concept of verb endings may take some time to grasp. In any case, sts. will not be able to use verb forms easily until they have had multiple opportunities to hear them used in communicative contexts. Themen Freizeit Schule und Universität Tagesablauf Persönliche Daten Kulturelles KLI: Freizeit KLI: Schule Filmclip: Hilfe! (Oliver Dommenget) Musikszene:,,Gewinner (Clueso) Videoecke: Tagesablauf Lektüren Film: Hilfe! (Oliver Dommenget) Biografie: Guten Tag, ich heiße Strukturen 1.1 The present tense 1.2 Expressing likes and dislikes: gern / nicht gern 1.3 Telling time 1.4 Word order in statements 1.5 Separable-prefix verbs 1.6 Word order in questions 48 KAPITEL 10 Auf Reisen

6 Situation 4 Sit. 4. This is an autograph activity. (See the IM for suggestions on the use of autograph activities.) Sts. move around the classroom and try to find someone who can answer ja to a question in the activity. 1 asks 2 a question, and if 2 answers ja, he/ she signs the line next to that activity. Once 2 answers ja, 1 moves on and asks a different person the next question. If 2 answers nein, 1 can then ask another question. Sts. try to get as many different signatures as possible within a certain time limit, perhaps 5 minutes. The person who gets the most signatures wins. Follow-up. Ask sts. about their responses. Wer spielt gern Gitarre? Wer schwimmt gern? Then address the person identified and ask for confirmation. Schwimmen Sie gern, Katy? Umfrage modell: s1: Schwimmst du gern im Meer? s2: Ja. s1: Unterschreib bitte hier. 1. Schwimmst du gern im Schwimmbad? 2. Trinkst du gern Kaffee? 3. Spielst du gern Gitarre? 4. Hörst du gern Musik? 5. Gehst du gern zelten? 6. Arbeitest du gern? 7. Gehst du gern joggen? 8. Tanzt du gern? 9. Spielst du gern Golf? 10. Machst du gern Fotos? UNTERSCHRIFT Schule und Universität Grammatik 1.3 Vocabulary Display Pronounce the subjects with the appropriate definite article and have sts. repeat. Sts. will have little difficulty understanding the subjects, but pronunciation may be a problem. Have sts. repeat in chorus. Then associate each subject with a st. Wer studiert Kunst? If no one studies a particular subject, make up a person s name and write it on the board (without a subject) and say Michael studiert Kunst. Go through all the subjects. Then go through the names asking: Was studiert Michael? (Er studiert Kunst.) You may wish to point out that all the subjects in this display are feminine, except for der Sport and der Maschinenbau. Situationen 53

7 Situation 5 Sit. 5. (See the IM.) Set the scene and introduce the characters. Work either with sts. books open or closed. With books closed, ask the following focus questions: 1. Woher kommt Rolf? 2. Was macht er in den USA? 3. Was studiert Stefan? At the end, have sts. work in pairs to produce a similar dialogue. Situation 6 Sit. 6. Present ways to tell time using the projector or a toy clock before doing the activity in class. Introduce vocabulary contextually with questions such as Wie viele Sekunden gibt es in einer Minute? wie viele Minuten in einer Stunde? wie viele Stunden in einem Tag? usw. Enliven your presentation and recycle verbs with commentary: Es ist acht Uhr. Um acht Uhr gehe ich zur Uni. usw. AA. Point out the time difference between Germany and your time zone and ask sts. to calculate the current time in Germany. Cultural note (Sit. 7.) Although this chart still represents a typical Gymnasium schedule for 5th to 10th grade, including breaks and regular school hours, several reforms induced by the poor results of the PISA study have brought about changes in the traditional structure of German schools. In many German states, sts. at the Gymnasium now graduate after 12 years instead of 13. Afternoon classes are also becoming more common. What has stayed the same is that two foreign languages are mandatory, besides German and math (Lang- or Hauptfächer, usually 4 periods per week). Kurz- or Nebenfächer such as history, biology, and physics are taught twice a week. Every student in a given grade takes the same courses. Situation 7 Dialog: Was studierst du? Stefan trifft Rolf in der Cafeteria der Universität Berkeley. stefan: Hallo, bist du neu hier? rolf: Ja, ich komme aus Deutschland. stefan: Und was machst du hier? rolf: Ich studiere Psychologie. Und du? stefan: Chemie. Wie spät ist es? modell: s1: Wie spät ist es? s2: Es ist Informationsspiel: Juttas Stundenplan modell: s2: Was hat Jutta am Montag um acht Uhr fünfzig? s1: Sie hat Deutsch. Sit. 7. (See the IM.) Introduce days of the week and, if necessary, review the pronunciation of the academic subjects, before doing the activity. Model the question before having sts. work in pairs. The corresponding chart is in Appendix A. Uhr Montag Dienstag Mittwoch Donnerstag Freitag Latein Mathematik Deutsch Biologie Französisch Deutsch Englisch Englisch Latein Physik Pause Biologie Sozialkunde Mathematik Geschichte Religion Geschichte Französisch Physik Mathematik Deutsch Pause Sport Musik Erdkunde Sport Latein Erdkunde Deutsch Kunst Sozialkunde frei 54 KAPITEL 1 Wer ich bin und was ich tue

14 Sit. 13. (See the IM.) This dialogue provides a model for the interview that follows it. We suggest moving from comprehension to production via a series of steps. The following steps are intended for use with the textbooks closed. (1) Set the scene: Melanie braucht einen neuen Personalausweis (show picture of a Personalausweis). Sie wohnt in Regensburg. Also geht sie auf das Rathaus in Regensburg (show picture of a Rathaus). Sie spricht mit einem Beamten. (2) Ask focus questions: Wie heißt Melanie mit Nachnamen? Was ist ihre Adresse? Was ist ihre Telefonnummer? Was ist sie von Beruf? Ist sie verheiratet? (3) Play the dialogue. (4) Review sts. answers. (5) Ask sts. to count the words in each sentence. (6) Divide sts. into two groups, assign one role to each group, and ask each group to repeat their lines. (7) Ask groups to repeat their lines from memory. To help sts. remember, write the first word or words of each question on the board. (8) Ask 2 3 pairs of volunteers (1 from each group) to present the dialogue in front of the class. Instead of assuming Sit. 14. (See cultural note under Sit. 13.) Have sts. work in pairs. 2 s book should be closed, and 1 should write down the information as 2 answers. Sts. might also need to ask: Wie schreibt man Ihren Namen? Wie, bitte? usw. Situation 13 Dialog: Auf dem Rathaus Melanie Staiger ist auf dem Rathaus in Regensburg. Sie braucht einen neuen Personalausweis. beamter: Grüß Gott! melanie: Grüß Gott. Ich brauche einen neuen Personalausweis. beamter: Wie ist Ihr Name, bitte? melanie: Staiger, Melanie Staiger. beamter: Und wo wohnen Sie? melanie: In Regensburg. beamter: Was ist die genaue Adresse? melanie: Gesandtenstraße 8. beamter: Haben Sie auch Telefon? melanie: Ja, die Nummer ist beamter: Was sind Sie von Beruf? melanie: Ich bin Studentin. beamter: Sind Sie verheiratet? melanie: Nein. Ich bin ledig. their previous roles, however, they should change the lines of the dialogue to talk about themselves. (9) Sts. get up and work in pairs. While moving from one person to the next, they act out their personalized versions several times. Cultural note. In Germanspeaking countries, you are required to register with the local town administration when you take residence somewhere (einen Wohnsitz anmelden). You must also inform them whenever you move (ummelden/abmelden) so that the government always has your current address. The Einwohnermeldeamt, or an administrative subdivision, also issues passports and ID cards. Situation 14 Interview: Auf dem Rathaus 1. Wie heißen Sie? 2. Wie alt sind Sie? 3. Wo sind Sie geboren? 4. Wo wohnen Sie? 5. Was ist Ihre genaue Adresse? 6. Was ist Ihre -Adresse? 7. Was studieren Sie? 8. Sind Sie verheiratet? 9. Welche Augenfarbe haben Sie? 10. Welche Haarfarbe? Das Regensburger Rathaus Situationen 61

15 Musikszene Gewinner (2009, Deutschland) Clueso Biografie Clueso kommt aus Erfurt. Sein richtiger Name ist Thomas Hübner. Er wurde 1980 geboren. Sein Künstlername kommt von Inspektor Clouseau aus dem Film The Pink Panther. Vor dem Hören Wie fühlt man sich am Ende einer Beziehung? Nach dem Hören Clueso A. Was sagt der Sänger zu seiner Freundin? Richtig (R) oder falsch (F)? imix Link: This song is available for purchase R Musikszene. Suggestion: Ask sts. to 1. An allem, was man sagt, ist auch was dran. at the itunes store in a special imix created look at the photo and read the musician s F 2. Ich glaub an mich. biography. Ask a few questions about the for Kontakte. For more information about R artist. Then ask sts. to think about the accessing the playlist, go to Connect German 3. Wir sind dabei, uns zu verlier n. Vor dem Hören question and write down ( F 4. Ich gebe auf. some of the questions one might have when a relationship is coming to an end. Next read through the true/false statements in Nach dem B. Es fehlen die Verben. Ergänzen Sie sie! Hören activity A. Ask sts. to listen to the first and second stanza of the song and determine if the 1. Ich glaube nichts. Ich glaub an dich. Glaubst du an mich? Ich glaub, statements are true or false. Then ask sts. to listen to the first stanza and the chorus (Ich bin dabei, du bist ich auch. dabei, ) and determine which verb forms fit in the gaps 2. Ich frage in activity B. (You could also include the verb suchen, mich. Ich frage dich. Doch frag ich nicht, fragst du dich from the second stanza, in this activity.) Next ask sts. to auch? listen to the end of the song and to copy the last six lines: 3. Ich bin Ich bin dabei. Du bist dabei. Wir sind dabei. Ich bin dabei. dabei, du bist dabei, wir sind dabei, uns zu verlier n. Bist du dabei? Sind wir dabei? Ask them what they think these lines might mean. Finally, ask them why the song is Miniwörterbuch titled Gewinner. (Clueso said in an interview that he gave it this title because the end of a relationship can also be seen as the beginning of something new.) Note: Clueso is fühlt sich feels dabei sein to be close to or a singer/songwriter from Erfurt. His real name is Thomas die Beziehung relationship on the verge of Hübner and he was born in His stage name derives from inspector Clouseau from the Pink Panther. In 2005 ist auch was dran there s something verlieren to lose he went on a tour through Italy for the Goethe-Institut. to it aufgeben to give up His hit single Gewinner, about the end of a relationship, glauben to believe was recorded in Sit. 15. Rollenspiel. This is one of many role-plays in Kontakte. (See the IM.) The role for student 1 (S1) appears here, the role for student 2 (S2) appears in Appendix B. (1) Set the scene as described in the role for s1. (2) Provide sts. with a model by working with the enactment of the role-play found in the Situation 15 Rollenspiel: Auf dem Auslandsamt s1: Sie sind Student/Studentin und möchten ein Jahr lang in Österreich studieren. Gehen Sie aufs Auslandsamt und sagen Sie, dass Sie ein Stipendium möchten. Beantworten Sie die Fragen des Beamten / der Beamtin. Sagen Sie am Ende des Gesprächs Auf Wiedersehen. workbook/lab manual. (3) Write the structure of the role-play on the board: begrüßen; fragen und antworten; bedanken und verabschieden. (4) Elicit possible greetings, questions, and how to say good-bye from sts. and write on board. Ask for appropriate responses to the greeting and leave-taking and for possible answers to the questions, and write them on the board as well. (5) Divide the class into 2 groups and assign 1 part of the role-play to each group. Ask sts. to practice the role-play in pairs. (6) Ask 2 3 pairs of sts. to perform their role-play in class. Provide feedback as to appropriateness and accuracy of language used, after sts. have returned to their seats. The intention here is not to correct all or even most mistakes but rather to focus on a few phrases and sentences that are the most useful for all or most sts. in the context of this roleplay. (7) Ask sts. to find new partners and to practice the role-play in pairs again. (8) Optional homework assignment: Ask sts. to write up their version of the role-play. Note: If your students are using McGraw-Hill s Connect online Arbeitsbuch, they can do this Rollenspiel using the real-time, interactive Video-Chat feature. 62 KAPITEL 1 Wer ich bin und was ich tue

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